Master of Emergency Medical Care

Purpose

The qualification aims to provide emergency services professionals with critical thinking and research skills and encouraging understanding of the different aspects in the provision of emergency care. This aims at improving practice through critical evaluation, as well as knowledge generation. This will benefit individuals, healthcare services and the public through improvement in service delivery through knowledge generation and reaching new insights and understanding of clinical practice. It will also further individual's career pathways.

The qualification is located within the academic pathway. Learners will develop advanced research and critical appraisal skills and be conversant with the methods of healthcare research. Learners will identify a research problem, follow accepted processes in collecting and analysing data, and produce a research report for examination.

Graduates will be able to contribute to knowledge generation at an advanced level. It also aims to give emergency service leaders the skills to solve complex problems in the field. Graduates will be able to reflect critically on theory, and deal systematically and creatively with complex issues. They will be able to design research, critically appraise evidence and communicate their findings clearly. They will show self-direction, originality and plan and solve tasks autonomously.

The qualification does not hold professional registration and does not confer a professional designation at a professional body. A typical learning pathway for learners to enter the master's degree after obtaining a Bachelor's degree in Emergency Medical Care, and after graduation they may enter a doctoral degree. In the world of work graduates may enter clinical practice, or healthcare management, or an academic pathway as an educator and/or researcher.

Rationale

The intention behind the institution to offer the qualification is to develop academics within the profession in emergency care. This need is acknowledged by the National Department of Health (DOH) and the Health Professions Council of South Africa (HPCSA).

The Department of Health (DOH) also required changes to the content and standards of training in emergency care to accommodate the expanded scope of practice. The expanded scope includes intervention that was hitherto regarded as medical intervention. The professionalisation of the Emergency Care profession by the Departments of Health and Education requires a cadre of professionals with credentials at a National Qualification Framework/Higher Education Qualification Framework level that will further contribute to the academic, intellectual, and research rigour of the profession.

Whilst there is a shortage of supply and increasing demand for Emergency Care graduates, there is a dire shortage of Master's Graduates. Universities offering the Bachelor Emergency Medical Care Degree need Master in Emergency Medical Care qualified academics. There is currently minimal South African research influencing policy on Emergency Care teaching and learning, pre-hospital clinical care and even emergency services organisational efficiency. Cape Peninsula University of Technology and other Higher Education Institutions offering undergraduate study in emergency care have a pedagogic and moral responsibility to produce research and researchers that influence evidence informed policy and clinically relevant and valid practice of emergency care in South Africa. Given the great need for, and the scarcity of, well qualified emergency care workers in South Africa, the offering of this qualification will play a crucial role related to the emergency care research void and growing challenges of the emergency medical care community - patients and practitioners alike.

The Master of Emergency Medical Care aims to produce critical thinkers and complex problem solvers in the field of emergency medical care. This will enable evidence based and effective care and services to be delivered to the public, through both knowledge generation and critical appraisal and application of existing knowledge. It will also enable advanced education as graduates may transition into teaching at education institutions. The need has been identified by the National Department of Health and the Health Professions Council of South Africa, professional Board for Emergency Care, though the qualification does not lead to professional registration. Candidates will be drawn from the profession of emergency care and hold a Bachelor's degree in Emergency Medical Care. Graduates may go on to hold positions as clinicians, healthcare managers or academics.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Applicants who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio or other appropriate assessment methods that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• An applicant may apply for RPL to be exempted for modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for the learning outcomes that are equivalent to the module's learning outcomes.

RPL for credit

• An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or appropriate method of assessment that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

Entrants must hold a

• Bachelor of Emergency Medical Care degree at NQF 8, or cognate Health Sciences degree

Or

• Post Graduate Diploma at NQF 8, provided the applicant has completed a formal research methods subject of at least 18 credits at NQF 7 or higher.

The Master of Emergency Medical Care consists of one module worth 180 credits.

Module

• Emergency Medical Care and Rescue Research. (180 credits at NQF 9).

1. Demonstrate advanced application of concepts, ethics, theories and analytical processes in relation to the chosen focus area.
2. Access, analyse, organise and critically evaluate existing knowledge.
3. Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in the chosen focus area.
4. Demonstrate in-depth understanding of own position in relation to major debates within the chosen field.
5. Demonstrate specialist forefront knowledge and expertise in the chosen field and the competency to apply these creatively within the chosen field.
6. Critically analyse and evaluate the outcomes of interventions, techniques, strategies or processes in the chosen field.

Associated Assessment Criteria 1

• Critically analyze the ethical considerations and implications of research methodologies within the chosen focus area.
• Synthesize relevant theories and concepts to formulate research questions and hypotheses that address complex issues in emergency care.
• Apply advanced analytical techniques to interpret data and draw meaningful conclusions in the context of emergency care research.
• Demonstrate comprehensive understanding and integration of interdisciplinary knowledge to advance the field of emergency care through original research.

Associated Assessment Criteria 2

• Critically assess the relevance and quality of existing literature and research within the chosen focus area.
• Systematically organize and synthesize existing knowledge to identify gaps and formulate research questions.
• Apply advanced analytical techniques to evaluate the validity and reliability of existing data and findings.
• Demonstrate comprehensive understanding by integrating diverse sources of knowledge to support original research conclusions.

Associated Assessment Criteria 3

• Critically select and justify the use of appropriate research designs and methodologies for the chosen focus area.
• Apply advanced research techniques to collect and analyze data, ensuring rigor and validity in the research process.
• Integrate diverse technologies effectively to enhance the research process and presentation of findings.
• Produce a comprehensive research report that clearly communicates findings, implications, and recommendations, demonstrating a high level of scholarly competence.

Associated Assessment Criteria 4

• Critically evaluate major debates and theoretical perspectives within the chosen field to articulate a well-informed position.
• Synthesize diverse viewpoints and evidence to support and defend your position in scholarly discussions.
• Demonstrate comprehensive understanding by effectively communicating own position and its implications for the field.
• Reflect critically on how own position aligns with or challenges existing paradigms and contributes to ongoing debates.

Associated Assessment Criteria 5

• Critically evaluate the latest advancements and research within the chosen field to maintain a specialist level of knowledge.
• Integrate advanced concepts and techniques to develop innovative solutions to complex problems in the chosen field.
• Demonstrate expert application of specialized knowledge and skills in practical and theoretical contexts.
• Reflect critically on the application of forefront knowledge to enhance professional practice and contribute to the field's development.

Associated Assessment Criteria 6

• Critically assess the effectiveness and impact of interventions, techniques, strategies, or processes within the chosen field.
• Apply advanced analytical methods to evaluate the outcomes and identify areas for improvement.
• Synthesize evaluation findings to provide evidence-based recommendations for enhancing practice in the chosen field.
• Demonstrate comprehensive understanding by integrating evaluation results into broader theoretical and practical contexts.

Integrated Assessment

Learners will be assessed on the submission of a research thesis. Learners must have obtained scientific and ethics approval to conduct the research study and collect data. Learners must compile a research report in accordance with norms and standards of a master's degree.

Formative Assessment

Draft submissions and supervisor feedback of chapters may be considered to be formative assessment. Another significant formative assessment is submission to scientific and ethics committees.

Summative Assessment

There is only a single summative assessment event, which is the submission of a thesis for marking.